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Graduate Student Work/ Life Balance
Council of Graduate Schools Annual Meeting
Nashville, TN
December 5, 2019
© 2015 Boise State University 2
GradWell: Be Well to Do Well
Council of Graduate SchoolsDecember, 2019
Presented by:
Tammi Vacha-HaaseDean of the Graduate CollegeProfessor of Psychology
© 2015 Boise State University 3
• Public university
• Begin offering Master’s degrees in 1970 and in 2001 offered our first PhD
• 3,200 graduate students
• 13 Doctoral programs and 70 Master’s programs
• Centralized Graduate College
© 2015 Boise State University 4
https://www.boisestate.edu/healthservices/gradwell/
© 2015 Boise State University 5
10,000
Through this initiative we collectively acknowledge that graduate school is stressful and often threatens a person’s mental health. We want to open the door to conversations about the importance of self-care, learn specific actions to promote mental health and wellness, and destigmatize asking for help. We want faculty and staff across the university to understand their role as key players in their students mental health, and at the end of the day have a mutual understanding that in order for students to do their absolute best, they have to feel supported, acknowledged, appreciated, balanced, and well.
KnowledgeAwarenessSkill
Create a culture of wellness in graduate education
© 2015 Boise State University 6
Knowledge
• What is wellness?• What are specific threats to wellness?• How is wellness improved?
© 2015 Boise State University 7
Personal Awareness
• What type of value do you place on the concept of wellness?
• What assumptions, beliefs, and biases do you have about wellness for graduate students?
• How important is wellness as a priority and focal point of the graduate school experience?
© 2015 Boise State University 8
Skill
• When it’s clear someone’s well-being is at risk, what actions can be taken to support and intervene?
• What actions can you take to create a culture of well-being in graduate education across the institution?
© 2015 Boise State University 9
Simple Approach to Support
•Prevent•Normalize•Notice•Ask•Refer Based on David Gooblar & Barry
Schreier (The Chronicle, 2018)
© 2015 Boise State University 10
Wellness=
Balance
BroncoFit model
10,000
© 2015 Boise State University 11
Phase 1 Objectives• Increase awareness of need and GradWell Initiative
– Create website– Social media campaign
• Training workshops for faculty and staff • Inserts in syllabi and program handbooks• Update campus-wide mental health handbooks w/
graduate student page• “Don’t Cancel that Class”• Wellbeing, semester reading & discussion group• Individual and group therapy for graduate students
healthservices.boisestate.edu/gradwell
© 2015 Boise State University 12
Phase 2 Objectives• Increase faculty involvement
– Hire faculty member as GradWell Director– Offer targeted training for faculty
• Provide monthly themed wellness workshops for students
• Expand group support options for graduate students
healthservices.boisestate.edu/gradwell
© 2015 Boise State University 13
Phase 3 Objectives
• Identify needs of faculty in regard to supporting graduate student well-being
• Increase ongoing systematic communication with faculty and students
• Implement peer mentoring for students• Proactive team targeted interventions with
identified graduate programs• Continue to explore outcome measures
healthservices.boisestate.edu/gradwell
© 2015 Boise State University 14
Outcome Measures• Campus awareness• Number of attendees/use of services• Faculty satisfaction survey (knowledge/awareness/skill)• Climate survey for all enrolled graduate students
– The faculty in my department or program care about my mental health and well-being
– The administrators and staff in my department or program care about my mental health and well-being
– (PHQ2) Over the last 2 weeks, how often have you been bothered by any of the following:• Little interest or pleasure in doing things• Feeling down, depressed, or hopeless
• Dean of Students: Number of situations of concern
© 2015 Boise State University 15
GradWell
Knowledge
~ Thank You ~
Be Well to Do Well
Work-Life Balance Programming at Carolina
Suzanne E. Barbour, DeanCGS 2019 Winter meeting
UNC- Chapel Hill (Carolina) Statistics
• Flagship university in the UNC system• >8,200 graduate students (28% of student body)• >80 programs offering >160 degrees• Carnegie Classification: Highest Research Activity
• Top 5 research university in the U.S. (1st in behavioral/ social sciences)• 14th in NIH funding (7th among public universities)
Carolina Wellness Guiding Values• Research and assessment, both qualitative & quantitative, guide our services and
practice.• Wellness is holistic and comprised of eight connected dimensions of well-being.• Wellness is a journey, not a destination, formed by individuals’ life experiences and
identities.• Everyone should be able to reach their fullest potential, be well and thrive.• Environment and culture influence health and well-being,• Everyone in the Carolina community plays a role in creating a well campus
environment.• Partnership and collaboration are essential in creating a healthy campus.• Access to health and wellness resources is integral to personal success and well-
being.• Health & wellness directly impact academic success.
https://studentwellness.unc.edu/about-us/our-strategic-plan
Work-Life Balance Programming
• Community building• Targeted newsletters• Affinity and empowerment groups
• Wellness programming• Wellness Coaches
Wellness Coaches
• Counselors who provide individualized guidance and assessment
• Embedded in some units• Law• Dental School• Medical School (Biological & Biomedical Sciences Program; BBSP)
• Help students to navigate 8 dimensions of wellness
https://studentwellness.unc.edu/services/coaching-and-other-individual-services
Eight Dimensions of Wellness
https://studentwellness.unc.edu/about-us/dimensions-wellness
Diversity & Student Success Programming
AROLINA CULTIVATION
ET EN T ION & CO M PL ET ION
ECRUITM ENT
Diversity &Student Success
Diversity and Student Success
Carolina Grad Student F1RSTS: First-generation in a
graduate program
International Students
Initiative for Minority Excellence:
Racial / ethnic diversity
Military Affiliated Graduate Students: Active Duty, Veterans,
Reservists, or National Guard
Queer Graduate And ProfessionalStudents: LGBTQIA+
CGSF
GlobalGrads
MAGS
IME
QGAPS
SUP
STUDENT–CENTERED
RSummer Undergraduate Pipeline:
Recruitment to diversify
graduate education
Ø Summer Undergraduate Pipeline:
§ Doctoral Candidacy Award
§ Degree Advancement Award
§ Travel Award
§ Diverse Student Travel
Recruitment
§ Diversity Off-Site Recruitment
§ Top-Up Award
Ø Funding Resources
§ Professional Development
Seminars
§ Research Symposium
R
CAMPUS – CENTERED
Ø Partnership: Creating and
CØ Enrichment: Events enriching
§ Advancing Narratives – featuring
distinguished speakers sharing
knowledge to advance narratives in
higher education
§ Beyond These Walls – featuring
graduate scholars creating
knowledge that will impact
Carolina and BEYOND
PARTNERSHIP
ENRICHMENT
Connect w ith D SS: @U NCD SS@ I M E U N C
g r a d d i v e r s i t y .u n c .e d u
Ø Funding Resources
Ø Bootcamps (statistics, emotional intelligence)
Ø Community-Building Events
Ø Professional Development Seminars
Leveraging Carolina summer
undergraduate research programs,
assisting with the transition into
graduate school through:
the Carolina CommUNITY
through diverse voices
promoting a diverse and inclusive
CommUNITY for graduate students
through campus partnership
Maria Dykem a Erbm aria.erb@ u nc.edu
919.966.2613
Kathy L . Wood kathy_wood@ u nc.edu
919.962 .2509
Co-D irectors :
Graduate Student Wellness Programming
Meaning Making for Graduate Students
Community Building
Carolina Graduate Student F1RSTS• Orientation activities that specifically address acclimating to academic
culture• Understanding mentor/mentee relationship dynamics• Learning to ask for help around the university• Learning to say “no”/ time management in academia• Adopting the professional or academic persona• Communicating your academic training to family and friends• Learning to ask questions you assume everyone already knows• Understanding funding basics• Maintaining your wellness while in graduate school• Tapping into and creating informal support networks• First-generation faculty panel discussion• First-Gen Fridays—social networking events• Student Advisory Board
Proud to be a First Forward Advisory Institution
Key Partnerships
• Student Wellness (Student Affairs)
• Counseling and Psychological Services (CAPS)
• Wellness Coaches
Diversity & Student Success Programming
AROLINA CULTIVATION
ET EN T ION & CO M PL ET ION
ECRUITM ENT
Diversity &Student Success
Diversity and Student Success
Carolina Grad Student F1RSTS: First-generation in a
graduate program
International Students
Initiative for Minority Excellence:
Racial / ethnic diversity
Military Affiliated Graduate Students: Active Duty, Veterans,
Reservists, or National Guard
Queer Graduate And ProfessionalStudents: LGBTQIA+
CGSF
GlobalGrads
MAGS
IME
QGAPS
SUP
STUDENT–CENTERED
RSummer Undergraduate Pipeline:
Recruitment to diversify
graduate education
Ø Summer Undergraduate Pipeline:
§ Doctoral Candidacy Award
§ Degree Advancement Award
§ Travel Award
§ Diverse Student Travel
Recruitment
§ Diversity Off-Site Recruitment
§ Top-Up Award
Ø Funding Resources
§ Professional Development
Seminars
§ Research Symposium
R
CAMPUS – CENTERED
Ø Partnership: Creating and
CØ Enrichment: Events enriching
§ Advancing Narratives – featuring
distinguished speakers sharing
knowledge to advance narratives in
higher education
§ Beyond These Walls – featuring
graduate scholars creating
knowledge that will impact
Carolina and BEYOND
PARTNERSHIP
ENRICHMENT
Connect w ith D SS: @U NCD SS@ I M E U N C
g r a d d i v e r s i t y .u n c .e d u
Ø Funding Resources
Ø Bootcamps (statistics, emotional intelligence)
Ø Community-Building Events
Ø Professional Development Seminars
Leveraging Carolina summer
undergraduate research programs,
assisting with the transition into
graduate school through:
the Carolina CommUNITY
through diverse voices
promoting a diverse and inclusive
CommUNITY for graduate students
through campus partnership
Maria Dykem a Erbm aria.erb@ u nc.edu
919.966.2613
Kathy L . Wood kathy_wood@ u nc.edu
919.962 .2509
Co-D irectors :
Co-DirectorsMaria Dykema [email protected]
Kathy [email protected]
@UNCDSS | @IMEUNC
graddiversity.unc.edu
DSS
Other DSS Team ContributorsProgram Coordinator: Yesenia Pedro Vicente
Research Assistants: Erin Case, Ekiuwa Imariagbe, Teresa Phan
Carolina Diversity & Student Success Team
Boston University Office of the Provost
Vacation Policy for PhD Students at Boston University
Daniel Kleinman, Associate Provost for Graduate AffairsCouncil of Graduate SchoolsDecember 5, 2019
Boston University Office of the Provost
PhD Education at BU
Full-funding Model since 2013
64 PhD Programs
Over 2200 PhD Students
5.7 Years for Median Time to Degree Source: Academic Data Warehouse
Boston University Office of the Provost
Work-Life Balance
Extended workdays (more than 50-hours/ week) associated with cardiovascular disease
As workday increases from 8 up to 16 hours exponential increase in accidents
Deteriorating performance on psycho-physiological tests and injuries associated with very long shifts
Graduate students more than six times as likely as general population to experience depression and anxiety
Boston University Office of the Provost
Stipends and “Work”
§ Stipends typically for 20 hours of “work”
§ Hard to distinguish work for pay from education
§ Advisors sometimes have unrealistic expectations for hours “working”
Boston University Office of the Provost
Policy ProcessImportance of Associate Dean in College of Arts and Sciences in this case
GraduateCouncil
GAPP University Council
Implementation
Boston University Office of the Provost
Vacation Policy
Students with 12-month stipends entitled to 2
weeks of vacation
Proration for 9-month appointments
Teaching fellows vacation cannot interfere with teaching obligations
Boston University Office of the Provost
Thank you
Discussion Questions
• What additional challenges surrounding graduate student work-life balance have you encountered at your institution?
• What barriers exist to addressing these challenges?
• What is one new initiative, existing or, that can address some of these challenges?